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131.
132.
Ronald J. McBeath 《Educational Media International》2013,50(3):131-136
Abstract The theme of the 1987 Conference of the International Council for Educational Media to be held at Cardiff on the 26‐27 October is ‘Communication ‐‐ the Essence of Education’. 相似文献
133.
Ronald J. McBeath 《Educational Media International》2013,50(1):36-37
Abstract This is a ‘view from the coalface’ of someone who runs a large company responsible for the training of other member companies of the Group of which it forms a part. He gives examples from the day‐to‐day work of his company, and looks to the future of open and distance learning in the industrial world. 相似文献
134.
Ronald A. Berk 《Educational gerontology》2013,39(3-4):323-339
Humor produces psychological and physiological effects on our body that are similar to the health benefits of aerobic exercise. These benefits are some of the best kept secrets from those persons who probably have the most to gain from that information - older adults. Many of them who must live with chronic pain, arthritis, rheumatism, emphysema, memory loss, depression, and stress may be able to cope better with their conditions or find temporary relief by using humor. This article presents an up-to-date, comprehensive synthesis of 30 years of research evidence on 15 psychophysiological benefits of humor and laughter with their implications for older adults. The specific risks for this growing segment of the population also are identified. Strategies for communicating this information through publications and formal presentations by health educators working in gerontology are suggested. A curriculum outline is provided for use in developing short, feature presentations or integrating the content into existing exercise and health-related courses and programs. If these efforts are effective, eventually the health benefits of humor and laughter will be as familiar to our senior citizens as the risk factors associated with heart disease and smoking. 相似文献
135.
136.
Berent GP Kelly RR Aldersley S Schmitz KL Khalsa BK Panara J Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24
Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies. 相似文献
137.
Ronald A. Berk 《Innovative Higher Education》2012,37(2):141-152
PowerPoint? presentations in academia have a reputation for being less than engaging in this era of learner-centered teaching. The Net
Generation also presents a formidable challenge to using PowerPoint?. Although the research on the basic elements is rather sparse, the multimedia elements of movement, music, and videos have
a stronger evidence base and have the potential to increase learning. That research will be briefly reviewed. Since the use
of multimedia as instructional tools has been largely ignored by the major sources on PowerPoint?, this article presents 30 specific practical applications enabling faculty members to improve the effectiveness of their
PowerPoint? presentations and to grab and maintain students’ attention and foster deep learning. 相似文献
138.
139.
Competence and competence frameworks in career guidance: complex and contested concepts 总被引:1,自引:1,他引:0
This paper considers some of the debates surrounding the term competence and the relevance that these have for the development of competence frameworks. Such frameworks are increasingly on the agenda, since they purport to support training programme development, to identify competence gaps, to promote self-development, and to ensure common standards. This paper shows, however, that notions of competence have specific meanings in particular contexts, that they have been contested, and that they have fallen into and out of favour over time. The paper concludes by teasing out the implications that competing definitions of competence have for the guidance field. 相似文献
140.
This study examines how state merit-based scholarships individually and simultaneously with prepaid tuition plans influence the interstate migration of college-bound freshmen. State freshman migration percentages
were examined over a 10-year period. Results of an interrupted time-series model suggested that students generally respond
to merit-based tuition aid in accordance with our initial prediction based on factors influencing student choice in attending
postsecondary institutions. More specifically, many students choose to attend an in-state college in order to be eligible
for state merit-based scholarships. Moreover, for home states that adopted both merit-based scholarships and prepaid tuition
contracts, student out-migration was further reduced over time.
相似文献
Ronald H. HeckEmail: |